Exploring Simulation Utilization and Simulation Evaluation Practices and Approaches in Undergraduate Nursing Education

2.50
Hdl Handle:
http://hdl.handle.net/10755/603047
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Exploring Simulation Utilization and Simulation Evaluation Practices and Approaches in Undergraduate Nursing Education
Other Titles:
Use of Simulation in Undergraduate Nursing Education [Session]
Author(s):
Zitzelsberger, Hilde; Coffey, Sue; Graham, Leslie L. M.; Papaconstantinou, Efrosini; Anyinam, Charles; Mangal, Jacqueline; Dodd, Greg; Coffey, Sue; Graham, Leslie L. M.; Papaconstantinou, Efrosini; Anyinam, Charles; Mangal, Jacqueline; Dodd, Greg
Lead Author STTI Affiliation:
Lambda Pi-at-Large
Author Details:
Hilde Zitzelsberger, RN, hilde.zitzelsberger@uoit.ca; Sue Coffey, RN; Leslie L. M. Graham, RN, BScN, MN; Efrosini Papaconstantinou, RN; Charles Anyinam, RN; Jacqueline Mangal, RN; Greg Dodd, RN
Abstract:
Session presented on Saturday, November 7, 2015: Simulation is becoming one of the most significant teaching-learning strategies available in undergraduate nursing education. Through the development, application, and evaluation of high quality simulation experiences across a full range of modalities, (including high-fidelity, medium-fidelity, and low-fidelity) learners are able to acquire and demonstrate the knowledge and skills necessary for safe, competent, and ethical nursing practice. By approximating clinical practice within nursing education, simulation provides real-time opportunities for students to work through complex patient-care situations, ideally receiving evaluative feedback that promotes increased confidence and competence. Increasingly, simulation is playing an essential role in supporting educators to facilitate nursing students’ learning of complex concepts and skills and readying them for clinical practice (CASN, 2007; Cant & Cooper, 2010; Norman, 2012; Rickets, 2011). Yet, ample, robust evidence that supports the effectiveness of simulation for learning and evaluation in nursing education has yet to be established (Rickets, 2011). As the use of simulation increases in nursing education, the need to evaluate students appropriately, accurately, and in reliable ways intensifies (Todd, Manz, Hawkins, Parsons, & Hercinger, 2008). Furthermore, as nursing programs increasingly consider simulation as direct clinical replacement in the context of increased student enrolment and dwindling clinical placements, standardized evaluation must play a vital role (CASN, 2007; Norman, 2012; Todd et al., 2008). In this presentation, we will discuss our study that investigates simulation utilization and simulation evaluation practices used among all undergraduate nursing educational programs in Ontario, Canada. In this province, a total of 36 educational institutions (14 universities along with 22 college partners) are involved in either independently or collaboratively offering baccalaureate degrees in nursing. To date, while literature exists on some of the common practices and approaches to simulation in education, standardization has not resulted (Leighton, 2013). As such, there is little available data broadly, and no available data in Ontario, describing simulation utilization and simulation evaluation in undergraduate nursing education. The goal of our study is to establish a “picture” of current trends, practices, and approaches related to simulation that is employed within this entire province. To this end, a mixed methods approach, in which both quantitative and qualitative data is collected from simulationists, technologists, technicians, faculty, leaders, and administrators through a confidential online questionnaire will be utilized to gather information from all 36 Ontario educational programs. An overview of early results of this study in terms of themes identified and statistical summaries will be shared. The result of this study hold the potential to further research and direct future developments in the ongoing evolution of best practices in the science of simulation in Ontario nursing education as well as nationally and internationally.
Keywords:
nursing undergraduate education; simulation utilization; simulation evaluation
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15A18
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleExploring Simulation Utilization and Simulation Evaluation Practices and Approaches in Undergraduate Nursing Educationen
dc.title.alternativeUse of Simulation in Undergraduate Nursing Education [Session]en
dc.contributor.authorZitzelsberger, Hildeen
dc.contributor.authorCoffey, Sueen
dc.contributor.authorGraham, Leslie L. M.en
dc.contributor.authorPapaconstantinou, Efrosinien
dc.contributor.authorAnyinam, Charlesen
dc.contributor.authorMangal, Jacquelineen
dc.contributor.authorDodd, Gregen
dc.contributor.authorCoffey, Sueen
dc.contributor.authorGraham, Leslie L. M.en
dc.contributor.authorPapaconstantinou, Efrosinien
dc.contributor.authorAnyinam, Charlesen
dc.contributor.authorMangal, Jacquelineen
dc.contributor.authorDodd, Gregen
dc.contributor.departmentLambda Pi-at-Largeen
dc.author.detailsHilde Zitzelsberger, RN, hilde.zitzelsberger@uoit.ca; Sue Coffey, RN; Leslie L. M. Graham, RN, BScN, MN; Efrosini Papaconstantinou, RN; Charles Anyinam, RN; Jacqueline Mangal, RN; Greg Dodd, RNen
dc.identifier.urihttp://hdl.handle.net/10755/603047en
dc.description.abstractSession presented on Saturday, November 7, 2015: Simulation is becoming one of the most significant teaching-learning strategies available in undergraduate nursing education. Through the development, application, and evaluation of high quality simulation experiences across a full range of modalities, (including high-fidelity, medium-fidelity, and low-fidelity) learners are able to acquire and demonstrate the knowledge and skills necessary for safe, competent, and ethical nursing practice. By approximating clinical practice within nursing education, simulation provides real-time opportunities for students to work through complex patient-care situations, ideally receiving evaluative feedback that promotes increased confidence and competence. Increasingly, simulation is playing an essential role in supporting educators to facilitate nursing students’ learning of complex concepts and skills and readying them for clinical practice (CASN, 2007; Cant & Cooper, 2010; Norman, 2012; Rickets, 2011). Yet, ample, robust evidence that supports the effectiveness of simulation for learning and evaluation in nursing education has yet to be established (Rickets, 2011). As the use of simulation increases in nursing education, the need to evaluate students appropriately, accurately, and in reliable ways intensifies (Todd, Manz, Hawkins, Parsons, & Hercinger, 2008). Furthermore, as nursing programs increasingly consider simulation as direct clinical replacement in the context of increased student enrolment and dwindling clinical placements, standardized evaluation must play a vital role (CASN, 2007; Norman, 2012; Todd et al., 2008). In this presentation, we will discuss our study that investigates simulation utilization and simulation evaluation practices used among all undergraduate nursing educational programs in Ontario, Canada. In this province, a total of 36 educational institutions (14 universities along with 22 college partners) are involved in either independently or collaboratively offering baccalaureate degrees in nursing. To date, while literature exists on some of the common practices and approaches to simulation in education, standardization has not resulted (Leighton, 2013). As such, there is little available data broadly, and no available data in Ontario, describing simulation utilization and simulation evaluation in undergraduate nursing education. The goal of our study is to establish a “picture” of current trends, practices, and approaches related to simulation that is employed within this entire province. To this end, a mixed methods approach, in which both quantitative and qualitative data is collected from simulationists, technologists, technicians, faculty, leaders, and administrators through a confidential online questionnaire will be utilized to gather information from all 36 Ontario educational programs. An overview of early results of this study in terms of themes identified and statistical summaries will be shared. The result of this study hold the potential to further research and direct future developments in the ongoing evolution of best practices in the science of simulation in Ontario nursing education as well as nationally and internationally.en
dc.subjectnursing undergraduate educationen
dc.subjectsimulation utilizationen
dc.subjectsimulation evaluationen
dc.date.available2016-03-21T16:42:11Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:42:11Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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